beyond the basics of rigor and relevance linda l. jordan content development director international...
TRANSCRIPT
Beyond the Basics of Rigor and Relevance
Linda L. JordanContent Development Director
International Center for Leadership in Education
Agenda
Beyond the Basics of Rigor and Relevance
Welcome
Closing College & Career Ready…The Real Life Application
The 4 Quadrants
My CredentialsProfessor
Hope College
Doctoral Candidate
Director of Content
Development
International Center for Leadership in Education 4
What We’ve Learned• With the people sitting near you
form a group of 3-5 • Share at least three things you have
learned from being at MSC.• Be ready to share some items from
you list with the group.
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Why do we need to get to know the teacher? (Linda)
• Emotion is the gatekeeper to learning
• Relationship is a key element in every classroom
• Builds trust• Find common threads of interest• Fun
That’s Me!• I can now found my way around the
Gaylord Hotel• I have learned at least three new
things that I can’t wait to implement when I get home.
• I have met at least three new people since arriving at MSC.
• I visited an Orlando attraction during my visit.
Goals for the Session My Goals: Your
Goals:~Give you a deeper
understanding of the RR Framework.
~Give you applications for implementations of the RR Framework in your educationalSetting.
•Teaching
Organ
izational
Lead
ersh
ipInstructional
Leadership
StudentAchievement
•Rigor and Relevance
•Relationships
•Content
Teaching
• How
stu
dent
s le
arn
Rigor/Relevance Framework®
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3Apply
knowledge across
disciplines
4Apply to real-
world predictable
situation
5Apply to real-
world unpredictable
situation
Application 3
Analysis 4
Synthesis 5
Evaluation 6 D
Adaptation
Students think in complex ways and apply acquired knowledge and skills, even when confronted with
perplexing unknowns, to find creative solutions and take action that further develops their skills and
knowledge.
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RIGOR
means framing lessons at the high end of the
Knowledge Taxonomy
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
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Knowledge Taxonomy
1. Recall Knowledge2. Comprehension 3. Application 4. Analysis 5. Synthesis
6. Evaluation
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Rigorous Lessons ask Students to:
EXAMINE PRODUCE
CLASSIFY DEDUCE
GENERATE ASSESS
CREATE PRIORITIZE
SCRUTINIZE DECIDE
Relevant Real World Application
in Unanticipated Situations
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A Relevant Lesson asks Students to…
USE THEIR KNOWLEDGE TO TACKLE
REAL-WORLD PROBLEMS THAT HAVE
MORE THAN ONE SOLUTION
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Application Model5 Application to real-world
unpredictable situations4 Application to real-world
predictable situations3 Application across
disciplines2 Application within discipline1 Knowledge of one discipline
course
Rigor/Relevance Framework®
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Verbs by Quadrant Anamelabeldefineselectidentifylistrecitelocaterecordmemorize
Bapplysequencedemonstrateinterviewconstructsolvecalculatedramatizeinterpretillustrate
Canalyzecompareexaminecontrastdifferentiateexplaindissectcategorizeclassifydiagramdiscriminate
Devaluateformulatejustifyraterecommendinferprioritizerevisepredictargueconclude
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Product by Quadrant A definitionworksheetlistquiztestworkbooktrue-falsereproductio
nrecitation
Bscrapbooksummaryinterpretationcollectionannotationexplanationsolutiondemonstrationoutline
Cessayabstractblueprintinventoryreportplanchartinvestigationquestionnaireclassification
Devaluationnewspaperestimationtrialeditorialplaycollagemachineadaptationpoemdebatenew gameinvention
Questions By QuadrantC
How are these similar/different?
How is this like…?What’s another way we could say/explain/express that?
What do you think are some reasons/causes that…?
Why did…..changes occur?
What is a better solution to…?How would you defend your position about that…
_____________________________________________
AWhat is/are…?
How many…?How do/does…?
What did you observe…?
What else can you tell me about…?
What does it mean…?What can you recall…?
Where did you find that…?
Who is/are…?
How would you define that in your own terms?
DHow would you design a…to …?How would you compose a song about…?How would you rewrite the ending to the story?What would be different today, if that event occurred as…?Can you see a possible solution to…?How could you teach that to others?If you had access to all the resources, how would you deal with…?What new and unusual used would you create for…?__________________________________________
_BWould you do that?Where will you use that knowledge?How does that relate to your experience?What observations relate to…?Where would you locate that information?Calculate that for…?How would you illustrate that?How would you interpret that?How would you collect that data?How do you know it works?
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Students seek information to answer questions or solve problems
High
HighLow
Low
Students reflecton the potential use of the new information as a solution
Students test the relevancy of the information as it relates to the question or problem
Students apply the information learned to answer the questions or to solve the problems
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Acquisition of knowledge /
skills
Motivation
Creativity – Innovation
Problem Solving
High
HighLow
Low
Rigor
Critical Thinking
Relevancy
Validation
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance Framework
Assimilation
ApplicationKnows
Understands
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Rigorous Lessons ask Students to:
•EXAMINE •PRODUCE
•CLASSIFY •DEDUCE
•GENERATE •ASSESS
•CREATE •PRIORITIZE
•SCRUTINIZE •DECIDE
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Knowledge Taxonomy
1. Recall Knowledge2. Comprehension 3. Application 4. Analysis 5. Synthesis
6. Evaluation
ROAD CONSTRUCTIONAHEAD
Service Learning
The Metaphor
Road Construction
Road Work Ahead
Building Roads To The Future!College and Career Ready
Students
A Call to Action
What roads need to be built in
your community?
Intelligence as a Function of Experience
Real Life Applications
• Doing activates the brain• Students vividly recall their
Service Learning experiences• Quad D…
High Rigor, High Relevance
The Body & Brain are an Inseparable Partnership
for Learning
Key in the vivid memories is the passion students feel about their projectsStudent builders & drivers
The Brain as a Pattern Seeker and Meaning Maker
Students begin to see the connections between curriculum
and the real world.
Developing Programs to Use what we Understand
These projects provide a vehicle and reason to use the concepts and skills they are learning Multiple usage long-term memory
Meaningful Content
Application of concepts, knowledge and skills in real-world
ways. Quad D- application in
unanticipated situations.
SERVICE LEARNINGA teaching strategy that enriches learning by engaging participants in meaningful service to their schools or communities through careful integration with established curricula.
Learn by doing!
SERVICE LEARNINGvs.
VOLUNTEERISMVolunteerism
To fill a need with your
time.
Service LearningTo fill a need with your time using your curriculum.
FOUR “STAGES” OF SERVICE LEARNING
The Student Builder & Future Driver
1. Preparation2. Projection Design/
Implementation/Evaluation3. Reflection4. Celebration
I. PreparationGetting Permits/Buying the Land
• Identifying and analyzing issues and the CCSS
• Choosing a project• Learning skills needed to
perform the service• Planning the service project
I. Preparation
Fly Away Home
By Eve Bunting
Illustrated by Ronald Himler
II. Project Design/Implementation/Evaluation
Bulldozing/Building theHighway
Build the highway. Perform the service.Evaluate the project.
III. ReflectionInspecting the Work
Regularly scheduled throughout the service project.Group and Individual.CCSS: Literacy FocusNGT: Justify your work
IV. CelebrationThe New Highway Opens
Celebrate students’ contributions.
DRIVING THE HIGHWAYSeeing Service Learning in
Action
ChildTeach
Kids Healing Kids
Service Learning Project Ideas
Nursing HomesSoup KitchensHomeless SheltersHome for Abused Women & ChildrenMilitary Service FamiliesFood/Clothing DrivesParks
Action Plans
Social or Political
• Issue Science Social Studies
Language Arts Math
4 Elements: Preparation, Design & Implementation, Reflection, Celebration
Sample Action Plan
Soup Kitchen
Science
Nutrition
Body Systems
Social Studies
Needs and Wants
Urban vs. Rural
Language Arts
Books: Stone Soup, Hunger Games
Math
Fractions: Recipes
Cost of feeding a family per day
4 Elements: Preparation, Design & Implementation, Reflection, Celebration
Sample Action Plan
Ballot Issue
Science
Environmental Impact Study
Social Studies
What part of the state does
this impact and why?
Language Arts
Informational Reading
Persuasive Writing
Math
Economy: Costs
4 Elements: Preparation, Design & Implementation, Reflection, Celebration
Write your own Action Plan
Write an action plan for implementing Quad D &
Service LearningBe ready to share your ideas
with others.
Resources
National Youth Service DayLearn and Serve AmericaNational Service-Learning
ClearinghouseUnited Way
(211)
Quote:
“We live in a world in which we need to share responsibility. It’s easy to
say ‘It’s not my child, not my community, not my world, not my problem.’ Then there are those
who see the need and respond. I consider those people my heroes.”
-Fred Rogers
